| Science
The Illinois Learning Standards for Science were developed using the 1985 State Goals for Science, the National Science Education Standards, various other state and national works, and local education standards contributed by team members.
Science is a creative endeavor of the human mind. It offers a special perspective of the natural world in terms of understanding and interaction. The aim of science education is to develop in learners a rich and full understanding of the inquiry process; the key concepts and principles of life sciences, physical science, and earth and space sciences; and issues of science, technology, and society in historical and contemporary contexts. The National Science Education Standards present these understandings and their interactions with the natural world as eight science content standard categories. The Illinois Learning Standards for Science integrate these categories into a powerful resource for the design and evaluation of science curricula taught in Illinois schools.
The Illinois Learning Standards for Science are organized by goals that inform one another and depend upon one another for meaning. Expectations for learners related to the inquiry process are presented in standards addressing the doing of science and elements of technological design. Unifying concepts connect scientific understanding and process and are embedded in standards spanning life science, physical science, and earth and space science. The importance of this knowledge and its application is conveyed in standards describing the conventions and nature of the scientific enterprise and the interplay among science, technology and society in past, present and future contexts.
Through Applications of Learning, students demonstrate and deepen their understanding of basic knowledge and skills. These applied learning skills cross academic disciplines and reinforce the important learning of the disciplines. The ability to use these skills will greatly influence students' success in school, in the workplace and in the community.
SOLVING PROBLEMS - - Recognize and investigate problems; formulate and propose solutions supported by reason and evidence.
Asking questions and seeking answers are at the heart of scientific inquiry. Following the steps of scientific inquiry, students learn how to gather evidence, review and understand their findings, and compare their solutions with those of others. They learn that there can be differing solutions to the same problem, some more useful than others. In the process, they learn and apply scientific principles. They also learn to be objective in deciding whether their solutions meet specifications and perform as desired.
COMMUNICATING - - Express and interpret information and ideas.
Scientists must carefully describe their methods and results to a variety of audiences, including other scientists. This requires precise and complete descriptions and the presentation of conclusions supported by evidence. Young science students develop the powers of observation and description. Older students gain the ability to organize and study data, to determine its meaning, to translate their findings into clear understandable language and to compare their results with those of other investigators.
USING TECHNOLOGY - - Use appropriate instruments, electronic equipment, computers and networks to access information, process ideas and communicate results.
Technology is invented and improved by the use of scientific principles. In turn, scientists depend on technology in performing experiments, analyzing data and communicating the results. Science students learn to use a range of technologies: instruments, computer hardware and software, on-line services and equipment, primary source data and images, and communication networks. They learn how technology, in turn, is the result of a scientific design process that includes continual refinements and improvements.
WORKING ON TEAMS - - Learn and contribute productively as individuals and as members of groups.
The practical application of science requires both individual and group efforts. Individuals bring unique insight and focus to the work of inquiry and problem solving. Working in groups, scientists pose questions, share hypotheses, divide their experimental efforts, and share data and results. Science students have the opportunity to work both ways - - as individuals and as members of teams organized to conduct complex investigations and solve problems.
MAKING CONNECTIONS - - Recognize and apply connections of important information and ideas within and among learning areas.
Science has many disciplines, all interrelated. Understanding the functioning of living things depends on knowing chemistry; understanding chemistry depends on knowing physics. In the same way, science itself is highly dependent on mathematics - - and it also relates strongly to medicine, geography, physical development and health, social trends and issues, and many other topics. Science, at its best, provides knowledge and skills that improve the understanding of virtually all subjects.
The Terra Nova Multiple Assessments Battery for Science "measures knowledge of key concepts and facility with science process skills. By applying scientific concepts to objects and situations that are familiar to them, students draw connections between what they learn in the classroom and what they find in their own lives. Engaging graphics, photographs, and page designs typify science instructional materials and invite students to participate fully in the test.
The test covers the traditional core areas of science - inquiry, physical science, life science, Earth and space sciences - and adds science and technology, science in personal and social perspectives, and the history and nature of science, as suggested in the National Science Education Standards. Implicit in many questions is the measurement of higher-order thinking skills - the student's ability to analyze, infer, synthesize, and evaluate."
In Science, the goal is for all students to achieve scientific literacy. The objectives and competencies included in this curriculum deal with scientific concepts and the application of those concepts within the field of science and in other fields of study.
The National Science Education Standards outline "what students should know, understand, and be able to do in the natural sciences over the course of K-12 education.
Grade 8
The Illinois Learning Standards for Science provides goals and standards at the Middle/Junior High School level.
In the Eighth Grade Science course, students continue to improve their knowledge of science and scientific concepts. Student also apply their knowledge to solving real world problems.
Earth and Space Science
STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences.
Why This Goal Is Important:
This goal is comprised of key concepts and principles in the life, physical and earth/space sciences that have considerable explanatory and predictive power for scientists and non-scientists alike. These ideas have been thoroughly studied and have stood the test of time. Knowing and being able to apply these concepts, principles and processes help students understand what they observe in nature and through scientific experimentation. A working knowledge of these concepts and principles allows students to relate new subject matter to material previously learned and to create deeper and more meaningful levels of understanding.
As a result of their schooling students will be able to:
E. Know and apply concepts that describe the features and processes of the Earth and its resources.
12.E.3a Analyze and explain large-scale dynamic forces, events and processes that affect the Earth's land, water and atmospheric systems (e.g., jetstream, hurricanes, plate tectonics).
12.E.3b Describe interactions between solid earth, oceans, atmosphere and organisms that have resulted in ongoing changes of Earth (e.g., erosion, El Nino).
12.E.3c Evaluate the biodegradability of renewable and nonrenewable natural resources.
F. Know and apply concepts that explain the composition and structure of the universe and Earth's place in it.
12.F.3a Simulate, analyze and explain the effects of gravitational force in the solar system (e.g., orbital shape and speed, tides, spherical shape of the planets and moons).
12.F.3b Describe the organization and physical characteristics of the solar system (e.g., sun, planets, satellites, asteroids, comets).
The Earth and Space Science unit includes properties of the Earth, moon, sun, solar system, and universe.
Life Science
STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences.
Why This Goal Is Important:
This goal is comprised of key concepts and principles in the life, physical and earth/space sciences that have considerable explanatory and predictive power for scientists and non-scientists alike. These ideas have been thoroughly studied and have stood the test of time. Knowing and being able to apply these concepts, principles and processes help students understand what they observe in nature and through scientific experimentation. A working knowledge of these concepts and principles allows students to relate new subject matter to material previously learned and to create deeper and more meaningful levels of understanding.
As a result of their schooling students will be able to:
A. Know and apply concepts that explain how living things function, adapt and change.
12.A.3a Explain how cells function as "building blocks" of organisms and describe the requirements for cells to live.
12.A.3b Compare characteristics of organisms produced from a single parent with those of organisms produced by two parents.
12.A.3c Compare and contrast how different forms and structures reflect different functions (e.g., similarities and differences among animals that fly, walk or swim; structures of plant cells and animal cells).
B. Know and apply concepts that describe how living things interact with each other and with their environment.
12.B.3a Identify and classify biotic and abiotic factors in an environment that affect population density, habitat and placement of organisms in an energy pyramid.
12.B.3b Compare and assess features of organisms for their adaptive, competitive and survival potential (e.g., appendages, reproductive rates, camouflage, defensive structures).
The Life Science unit includes organism characteristics, reproduction and heredity, human health, populations, life cycles, ecosystems, and the environment.
Physical Science
STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences.
Why This Goal Is Important:
This goal is comprised of key concepts and principles in the life, physical and earth/space sciences that have considerable explanatory and predictive power for scientists and non-scientists alike. These ideas have been thoroughly studied and have stood the test of time. Knowing and being able to apply these concepts, principles and processes help students understand what they observe in nature and through scientific experimentation. A working knowledge of these concepts and principles allows students to relate new subject matter to material previously learned and to create deeper and more meaningful levels of understanding.
As a result of their schooling students will be able to:
C. Know and apply concepts that describe properties of matter and energy and the interactions between them.
12.C.3a Explain interactions of energy with matter including changes of state and conservation of mass and energy.
12.C.3b Model and describe the chemical and physical characteristics of matter (e.g., atoms, molecules, elements, compounds, mixtures).
D. Know and apply concepts that describe force and motion and the principles that explain them.
12.D.3a Explain and demonstrate how forces affect motion (e.g., action/reaction, equilibrium conditions, free-falling objects).
12.D.3b Explain the factors that affect the gravitational forces on objects (e.g., changes in mass, distance).
The Physical Science unit includes atoms, chemical reactions, properties of objects, motion of objects, matter, chemical substances, energy, light, heat, electricity, magnetism, and force.
Research and Inquiry
STATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems.
Why This Goal Is Important:
The inquiry process prepares learners to engage in science and apply methods of technological design. This understanding will enable students to pose questions, use models to enhance understanding, make predictions, gather and work with data, use appropriate measurement methods, analyze results, draw conclusions based on evidence, communicate their methods and results, and think about the implications of scientific research and technological problem solving.
As a result of their schooling students will be able to:
A. Know and apply the concepts, principles and processes of scientific inquiry.
11.A.3a Formulate hypotheses that can be tested by collecting data.
11.A.3b Conduct scientific experiments that control all but one variable.
11.A.3c Collect and record data accurately using consistent measuring and recording techniques and media.
11.A.3d Explain the existence of unexpected results in a data set.
11.A.3e Use data manipulation tools and quantitative (e.g., mean, mode, simple equations) and representational methods (e.g., simulations, image processing) to analyze measurements.
11.A.3f Interpret and represent results of analysis to produce findings.
11.A.3g Report and display the process and results of a scientific investigation.
B. Know and apply the concepts, principles and processes of technological design.
11.B.3a Identify an actual design problem and establish criteria for determining the success of a solution.
11.B.3b Sketch, propose and compare design solutions to the problem considering available materials, tools, cost effectiveness and safety.
11.B.3c Select the most appropriate design and build a prototype or simulation.
11.B.3d Test the prototype using available materials, instruments and technology and record the data.
11.B.3e Evaluate the test results based on established criteria, note sources of error and recommend improvements.
11.B.3f Using available technology, report the relative success of the design based on the test results and criteria.
STATE GOAL 13: Understand the relationships among science, technology and society in historical and contemporary contexts.
Why This Goal Is Important:
Understanding the nature and practices of science such as ensuring the validity and replicability of results, building upon the work of others and recognizing risks involved in experimentation gives learners a useful sense of the scientific enterprise. In addition, the relationships among science, technology and society give humans the ability to change and improve their surroundings. Learners who understand this relationship will be able to appreciate the efforts and effects of scientific discovery and applications of technology on their own lives and on the society in which we live.
As a result of their schooling students will be able to:
A. Know and apply the accepted practices of science.
13.A.3a Identify and reduce potential hazards in science activities (e.g., ventilation, handling chemicals).
13.A.3b Analyze historical and contemporary cases in which the work of science has been affected by both valid and biased scientific practices.
13.A.3c Explain what is similar and different about observational and experimental investigations
B. Know and apply concepts that describe the interaction between science, technology and society.
13.B.3a Identify and explain ways that scientific knowledge and economics drive technological development.
13.B.3b Identify important contributions to science and technology that have been made by individuals and groups from various cultures.
13.B.3c Describe how occupations use scientific and technological knowledge and skills.
13.B.3d Analyze the interaction of resource acquisition, technological development and ecosystem impact (e.g., diamond, coal or gold mining; deforestation).
13.B.3e Identify advantages and disadvantages of natural resource conservation and management programs.
13.B.3f Apply classroom-developed criteria to determine the effects of policies on local science and technology issues (e.g., energy consumption, landfills, water quality).
The Research and Inquiry unit includes the history and development of science and scientists, investigation techniques, the use of instruments in science, communication of scientific concepts, and real world issues that surround science, technology, and mathematics.
|
